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June 14, 2021

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by Molly Breen

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Do you ever come across a classroom practice or schoolwide philosophy that resonates with you so completely that it's as clear as a bell? And maybe you even think, Why isn't everyone doing this?! While researching the post I wrote on inclusive practice in early childhood, I had this experience while digging into universal design for learning (UDL): Why aren't ALL preschools and early learning centers using UDL?

You may already be familiar with the concept of universal design. It's what 21st-century wayfinding and accessibility out in the world is all about. And it doesn't just help those marginalized by disabilities or language barriers. Universal design makes things better and more accessible for everyone. (Think: curb cuts help out people with mobility issues, those pushing strollers, and those riding bikes). UDL takes a similar approach to universal design and provides a framework for educators that creates accessible, meaningful, and engaging learning based on neuroresearch and differentiates across a range of abilities, experiences, and home languages.

In early childhood settings, practitioners are constantly relying on an intrinsic "finesse" for differentiating for diverse learners that is not reliably scalable. But the UDL framework provides a unifying force for how early childhood practitioners approach teaching and learning, and it removes some of the guesswork inherent in meeting the diverse needs of all children.

UDL isn't a new approach. Its inception can be traced back to the founding of CAST (Center for Applied Special Technology) in 1984. Although cofounders Anne Meyer and David Rose initially were seeking a way to build a bridge to accessible learning through computer-based technologies for those with learning disabilities, their organizational mission became (and remains) to remove everyday barriers to learning for all. Over time and through many iterations, they developed the UDL framework and categorized it into three domains:

1. Engagement (the why of learning)

2. Representation (the what of learning)

3. Action and Expression (the how of learning)

And best of all, each domain is connected to neurological processes and specific areas of the brain! If you're like me and you geek out on brain-based research for teaching and learning, you'll love this article about UDL and the learning brain from CAST. For early childhood educators, this framework is totally flexible to adapt to the needs of young learners and truly empower them to know themselves as capable, confident, creative, and collaborative thinkers. Using the framework and these updated guidelines, teachers have a powerful tool for meaningful, relevant, differentiated teaching and learning.

UDL for Early Childhood
UDL for early childhood is weighted heavily toward environmental awareness (the what of learning) and really seeing our settings through the eyes of our young learners: Are our settings safe, responsive, accessible, and culturally relevant? What is played with the most and provides motivating opportunities for deep play (the how of learning)? What skills are our learners developing through using the school environment and available materials?

UDL for early childhood works best when partnered with a solid understanding of child development and developmentally appropriate practice (DAP). Knowledgeable early childhood practitioners using the UDL framework in concert with DAP will be equipped to proactively plan for differentiated learning rather than merely reacting (or relying on "finesse").

UDL for early childhood must include differentiated ongoing assessments that rely on a strong family-school partnership. To plan for the needs of diverse students, observing students informally and formally is key. Through observation and assessment, as well as through relationships with parents of students, teachers gain insight to a child's prior knowledge and can understand the child's abilities from a strengths-based perspective.

While these guidelines provide a foundational perspective for implementing the UDL framework in early childhood, the beauty of the framework is its flexibility. As reflective practitioners, we know that frameworks are best when we can ease them into our existing practice rather than trying to force in something rigid and rule-based. We can start with baby steps and wobble (and iterate) our way toward new understanding and improved practice. Our 21st-century early learning centers should be a reflection of the world we live in today, with access to meaningful learning for all children.

Molly Breen, M.A., ECE, has worked with kids and families for nearly two decades as an educator. A believer in lifelong learning, her heart is in early childhood, where the seeds of curiosity, character, and community are planted. Through her work with children as a practitioner in the classroom, Molly has developed a broad expertise in curriculum development and instruction, behavior guidance, and social-emotional learning. In her role as a program director, she has created innovative approaches to professional and program development, family engagement, and community outreach. She lives in St. Paul, MN, with her husband and three kids.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or All comments will be approved before posting, and are subject to our comment and privacy policies.

© 2018 by Free Spirit Publishing. All rights reserved.

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Universal Design for Learning in the Early Childhood Classroom

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By Molly Breen Do you ever come across a classroom practice or schoolwide philosophy that resonates with you so completely that it's as clear as a bell? And maybe you even think, Why isn't everyone doing this?! While researching the post I wrote on inclusive practice in early childhood, I had this experience while digging...

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Audio Clip

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What did I notice, What did I wonder

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Conduct collaborative brainstorming sessions with distributed teams

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Microsoft Word

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UDL Environment Checklist

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Google Doc

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Innovation for Inclusion in Early Education

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Storybook Conversations: Astro Girl

This tip sheet includes specific question prompts, related activities, and adaptations that you can use for Ken Wilson-Max's Astro Girl.

Publication Date: 02/01/2022

Storybook Conversations: Mouse Paint

This tip sheet includes specific question prompts, related activities, and adaptations that you can use for Ellen Stoll Walsh's Mouse Paint.

Publication Date: 02/01/2022

Incorporating Engineering Inquiry into Everyday Play

This blog post explains preschool engineering during a free-play session by building on children's interests and identifies crucial teaching practices to push children's engineering ideas and thinking forward.

Publication Date: 03/28/2021

Welcome to the Community

Welcome announcement of the STEM4EC community, an initiative of STEMIE national center.

Publication Date: 03/28/2021

STEM Trivia

Survey to test your STEM and inclusion knowledge and learn all the answers.

Publication Date: 03/28/2021

What Predicts Success in STEM…and School?

In this blog post, the question of why STEM education in early years is important is answered: STEM provides new ways to see the world, the beauty of it, and the way you can solve problems that arise within it.

Publication Date: 03/28/2021

Pages

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STEM Innovation for Inclusion in Early Education (STEMIE)

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Ensuring young children with disabilities participate fully in STEM learning

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Presentation on theme: "Is 1 Adaptations in Action: Supporting Students with Disabilities (Functional)"- Presentation transcript:

is 1 Adaptations in Action: Supporting Students with Disabilities (Functional)

Created by the Inclusion Collaborative Janice Battaglia - Inclusion Collaborative Manager - Janice_Battaglia@SCCOE.org Janice_Battaglia@SCCOE.org - 408-453-6552 Laurie Nielsen - Inclusion Training Specialist - Laurie_Nielsen@SCCOE.org Laurie_Nielsen@SCCOE.org - 408-453-6554 2 Supported by: WARMENHOVEN INSTITUTE FOR INCLUSION

Today's Outcomes Understand the definition of access Learn the rationale for adaptations through evidence-based practice Develop a framework to understand adaptations Understand a variety of teaching strategies for adaptations Learn about the Adaptations Bin Tool Create adaptations with a variety of everyday materials 3

Individuals with Disabilities Education Act (IDEA) "Students with disabilities have the right to: Have access to the general curriculum Be involved in the general curriculum (which includes appropriate support and adaptations) Progress in the general curriculum." (ideas that work 2003 p. 2) General curriculum - same curriculum as students without disabilities 5

Group activity Think-Pair-Share What words come to mind when you think about the definition of the word access? 6

Access defined 1.The ability or right to approach, enter, exit, communicate with, or make use of: i.e. has access to classified material. http://www.thefreedictionary.com/access http://www.thefreedictionary.com/access 2.The right to obtain or make use of or take advantage of something: i.e. as services or membership http://www.google.com/search?hl=en&defl=en&q=define:access&ei=6t6CS5L8K4TYsgPw7YHwAw &sa=X&oi=glossary_definition&ct=title&ved=0CAYQkAE http://www.google.com/search?hl=en&defl=en&q=define:access&ei=6t6CS5L8K4TYsgPw7YHwAw &sa=X&oi=glossary_definition&ct=title&ved=0CAYQkAE 7

Access to the Curriculum The right to obtain... - (games, activities, and materials) or Make use of or take advantage of something - (be involved in or participate in activities/curriculum at own level) - (as independently as possible) 8

Access to the Curriculum Students can't have ... access to the curriculum be involved in the curriculum or progress in the curriculum ...if students are asked to do something that is not at there developmental level or ...if the task is done for the student Solution: use adaptations as alternative methods for demonstrating their academic success. 9

Framework for Understanding Adaptations Teaching strategy Tool for implementation Access to curriculum 10

Why Students Might Need Adaptations

12 They might need: - Direct teaching of routine skills and academic concepts - Repetition to practice skills - Skills broken down into smaller parts - Accommodations or modifications for success Students with disabilities might learn concepts differently than students without disabilities. Learn Differently

13 Why use Adaptations? It is important for students with special needs to be able to participate in all classroom activities, at their own level, and as independently as possible. Sometimes their skill level does not match the requirements for an activity resulting in nonparticipation.

14 Student's current skill level Requirements of the Activity Adaptations function as a bridge to the student's current skill level and the requirements of an activity. Adaptations

Adaptations For People with and without Disabilities 15

16 Types of Adaptations  Visual supports  Assistive equipment or device  Alternative communication system  Functional positioning  Sensory support

18 Assistive Equipment or Device Any type of adaptive equipment or assistive device needed for positioning or manipulating objects walkers special utensils switches

Alternate Communication System 19 Another system of communication may be used when a person cannot use spoken language: Picture cards Signing or gestures Electronic communication devices

20 Functional Positioning Allows a person the necessary stability to control his/her movements as much as possible.

21 Sensory Support Sensory support may be needed to allow a person to focus attention and learn in the daily environment Sensory support may include: - reducing background noise - adjusting tactile stimulation - adjusting visual stimulation Photo from: specialneedstoys.com

22 Group Activity: Stereotypical Myth: Only people with disabilities need adaptations. Think and and write down adaptations that you, a family member, and/or a friend, without disabilities, make in daily life activities using the category with the star Everyday adaptation handout

Stereotypical Myth: Only people with disabilities need adaptations. Everyone is different and not everyone does things the same. Fairness is not about everyone doing the same it's about making sure that everyone's need gets met. 24

EESS handout Teaching strategy: EESS Tool Access

Purpose of the Adaptation Enlarge Enhance Simplify Stabilize 26 From: http://www.connectability.ca/connectability/pages/index.html

Adaptations Examples

Adapted glove and ball 28 SimplifyEnhance

Adapted Dart Board 29 Enlarge & Simplify

Adapted Writing Tools Enhance Enlarge Stabilize Simplify

Worksheets A B C Materials used: A.Highlighter & ruler B.Black marker C.Black marker, ruler & highlighter

Workspaces Use shelf liner so materials do not slide around Use a glue gun to glue shelf liner on the backs of materials & containers 32

33 Teaching strategies Tool for implementation: Adaptation Bin for Children (ABC) Access

Adaptation Bins for Children Based on the Inclusion Collaborative's seminar Adaptations in Action: Adaptation Bins for Children (ABC) © http://www.sccoe.k12.ca.us/ programs/inclusion- collaborative/publications.as p#1 34

List of materials Enhance & enlarge Black and yellow laminated sheets Black marker and highlighters Foam Pink hair curlers Glue gun & sticks ruler Stabilize & simplify Variety of different tapes Velcro Pencil grips Clipboard Chip clips Shelf liner Popsicle sticks Create own bin

Create your own bin Choose and purchase the materials you would like to have in your bin. Stores to purchase materials: Dollar stores Drugstores Arts and crafts stores Bin portable storage ideas:

Let's practice: Use the list of bin materials to answer the following questions for this game.

38 Mathematics Game Using the materials in the bin answer the following questions 1.How could you stabilize the materials so they don't move around the table? 2.How could you simplify for a student who has difficulty scanning all 9 boxes or numbers? 3.How can you enhance or enlarge the spinner for fine motor difficulties?

Group Activity Choose activity and discuss variety of ways to adapt the materials using the items in the bin and the EESS acronym Turn taking gameMotor activity Following directionsLunchbox WorksheetsWorkspace/table activities

Personalizing Use the materials in the bin to create adaptations for students in your room to increase access of the curriculum. Fill out the bright idea sheet by: - Thinking about a specific child's challenge - Write an adaptation for that student using materials in the bin & the EESS acronym - Take white copy - leave your copy 40 Bright idea sheet

Cleanup Please clean up your space and get it ready for the next seminar. Putting items back in Ziploc bags Placing all items back in the bin for the next group Cleanup and organize adapted materials

When A Student Is Struggling Think of EESS - Enlarge - Enhance - Simplify - Stabilize Think of everyday materials that can help make adaptations 42

Framework Review 43 Teaching strategies EESS Tool for implementation: Adaptation Bins for Children Access to Curriculum

44 Comprehensive Website www.inclusioncollaborative.org Publications and Documents on Web site Kits for Inclusion Team Success Inclusion Selected Bibliographies Inclusion Support Warm Line

Resource Links Adaptation Bins for children http://www.sccoe.k12.ca.us/programs/inclusion- collaborative/publications.asp#1 http://www.sccoe.k12.ca.us/programs/inclusion- collaborative/publications.asp#1 Inclusion Collaborative--downloadable materials and video clips www.inclusioncollaborative.org www.inclusioncollaborative.org National Dissemination Center for Children with Disabilities-- School Age Accommodations http://nichcy.org/schoolage/accommodationshttp://nichcy.org/schoolage/accommodations Project Participate-Gadgets and Gizmos to support inclusion for: play, writing, home, reading and communicationGadgets and Gizmos Questions to Ask Before Selecting Potential Adaptations http://www.teachervision.fen.com/tv/printables/0865863393_6_7.p df http://www.teachervision.fen.com/tv/printables/0865863393_6_7.p df

46 References Cavallaro C. & Haney M. (1999). Preschool Inclusion. Baltimore: Paul H. Brookes Publishing Co. Connectability-A Project of Community Living Toronto; http://www.connectability.ca/connectability/pages/index.html Connections Project: Learning Communities for All Children. California Institute on Human Services, Sonoma State University [Seminar]. Sonoma, CA. 2000. Downing, June; (2008) Including Students with Severe and Multiple Disabilities in Typical Classrooms Brookes Publishing; Baltimore, Maryland. Greenberg, J. and Weitzman, E. (2005). Teacher talk workbook: fostering peer interaction in early childhood settings. Toronto, Ontario: The Hanen Centre. Halvorsen, A., Tweit-Hull, D, Falvey, M., Meinders, D., and Anderson, J. (2005). Inclusive Education Starter Kit. Sacramento, CA: California Department of Education, Special Education Division.

47 Howard, M., Kerr, C., and Tsakos, E. Learning Together - Tip Sheet Using Visuals. Retrieved Dec. 3, 2008 from http://www.connectability.ca/connectability/pages/lt_tipsheets/using_visuals.pdf http://www.connectability.ca/connectability/pages/lt_tipsheets/using_visuals.pdf I'm Ready for Kindergarten: A Parent Handbook. (2008). San Jose, CA: First 5. Retrieved Dec. 3, 2008 from http://www.first5kids.org/files/F5_Countdown_Kinder_booklet_English2.pdf Klein, M., Richardson-Gibbs A., Killpatrick, S, Harris, K. Project Support: Early Childhood Inclusion Support Training Project. Preservice Supplement. [seminar]. 3/2001. Milborne, S. A., & Campbell, P. H. (2007) CARA's Kit: Creating adaptations for routines and activities. Philadelphia, PA: Child and Family Studies Research Programs, Thomas Jefferson University.. References (continued)

48 Please Fill out Your Evaluations

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is 1 adaptations in action: supporting students with disabilities (functional)

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Janice Battaglia, Laurie Nielsen, directionsLunchbox, Cavallaro, Haney M, Greenberg, Halvorsen, Anderson, Howard

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Is 1 Adaptations in Action: Supporting Students with Disabilities (Functional) - ppt download

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Today's Outcomes Understand the definition of access Learn the rationale for adaptations through evidence-based practice Develop a framework to understand adaptations Understand a variety of teaching strategies for adaptations Learn about the Adaptations Bin Tool Create adaptations with a variety of everyday materials 3

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Zoom link for session in an email from Jill Bradley

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Zoom link for session in an email from Jill Bradley

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This website provides access to the materials using the code emailed to you

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Brookes Publishing Download Hub - Supplemental Resources for Brookes Titles

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Supplemental Resources for Brookes Titles

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Ideaboardz

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Conduct collaborative brainstorming sessions with distributed teams

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Please open this padlet during the session.

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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A free resource to explore UDL!

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Here you will find a collection of UDL resources for teachers, coaches and instructional leaders.

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Includes UDL Highlights!

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Conduct collaborative brainstorming sessions with distributed teams